This randomized controlled trial aims to evaluate the effect of immersive virtual reality (VR) training on nursing students' learning outcomes in phlebotomy skills. The study compares immersive VR-based simulation with traditional task trainer-based simulation. A total sample of undergraduate nursing students is randomly assigned to either the experimental group (VR training) or the control group (task trainer training). The intervention focuses on improving self-efficacy, reducing anxiety, and enhancing clinical performance in venipuncture skills. Outcomes are measured at three time points: pre-test, immediate post-test, and follow-up. Self-efficacy, anxiety, and clinical performance are assessed using validated scales. The study seeks to determine whether immersive VR provides a more effective and engaging learning experience compared to conventional simulation methods in nursing education.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Enrollment
60
Immersive VR-based phlebotomy training simulation designed to improve self-efficacy, reduce anxiety, and enhance clinical performance.
Traditional phlebotomy training using a part-task trainer arm simulation.
Al-Quds University
Abū Dīs, Jerusalem, Palestinian Territories
Self-efficacy
Measured using a validated self-efficacy scale for clinical skills.
Time frame: Baseline, immediately post-intervention, and two-week follow-up
Clinical performance
Assessed using a structured checklist evaluating steps of the phlebotomy procedure.
Time frame: Baseline, immediately post-intervention, and two-week follow-up
Anxiety related to phlebotomy skill
State-Trait Anxiety Inventory (STAI-S) - State version (STAI-S)
Time frame: Baseline, immediately post-intervention, and at the 2-week follow-up.
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